Relearning to Teach

<p><em>Relearning to Teach</em> challenges the seemingly complex teaching profession and the various initiatives, strategies and ideas that are regularly suggested. It explores how teaching methods are used without a clear understanding of why, which leads to ineffective teaching that is <em>believed</em> to work – but ultimately doesn’t. Cutting through the clutter of conventional teacher guidance, David Fawcett tackles myths head on, sharing the latest research and explaining how this will look translated to a classroom environment.</p><p>The book breaks down the complexities of teaching into manageable chunks and offers practical advice on how to take charge of your own CPD to become a more reflective and successful practitioner. Focusing on what’s most relevant and helpful to build effective teaching practice and self-improvement it raises key questions such as:</p><p>• Is lesson planning just a box ticking exercise?</p><p>• Why do students remember in lessons, but forget in tests?</p><p>• Is asking more questions beneficial?</p><p>• Is feedback actually worth it?</p><p><em>Relearning to Teach</em> is a must read for all teachers looking to pinpoint the <em>why</em> of teaching methods and to gain an understanding of the reasons why various pedagogies are used within the classroom.</p> <p>Foreword <br>Preface<br>Acknowledmgents <br>Introduction</p><p>Chapter 1: Isn’t lesson planning just a box ticking exercise?</p><p>Chapter 2: Why do they seem to remember in lessons, but then forget it in the test?</p><p>Chapter 3: Asking more questions is better. Isn’t it?</p><p>Chapter 4: For all the time and effort, is feedback actually worth it?</p><p>Chapter 5: Differentiation: Isn’t that just making 30 worksheets for my 30 students?</p><p>Chapter 6: Isn’t teaching English just for English teachers?</p><p>Chapter 7: Are we just doing data because we’ve been told to do data?</p><p>Getting a little better at getting a little better by Chris Moyse</p><p>References</p><p>Index</p>